Direct Instruction: A Teacher's Guide to Explicit Teaching
Direct instruction explained: explicit teaching, guided practice, and independent application. How Rosenshine's 10 principles translate into effective classroom routines.
What is Direct Instruction?
Engelmann (1960s) made direct instruction. Teachers show content clearly, step by step. They check learner understanding often. Teachers guide practice before learners work alone. Modelling and feedback are vital (Engelmann, 1960s). Meta-analyses prove it works, especially for basic skills. See our article on Gagné's events for more help.
Engelmann and Carnine (1991) state Direct Instruction uses teacher led, structured lessons. Explicit teaching, in sequenced steps, helps learners understand concepts. Stockard et al. (2018) found it boosts achievement for many learners. Adams and Engelmann (1996) suggest planned lessons prevent misinterpretation.
Direct Instruction Phase Planner
Direct instruction benefits from the 6-phase model. Use this model when planning your lessons. Find examples tailored to your subject by entering your topic.
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Key Takeaways
- Direct Instruction consistently yields substantial academic improvements for learners: Research, including meta-analyses, indicates that highly structured and explicit teaching methods, such as Direct Instruction, have a significant positive impact on learner achievement across various subjects and demographics (Hattie, 2009). This approach ensures that learning is systematic and accessible, particularly benefiting those who might struggle with less explicit methods.
- The core of Direct Instruction lies in its systematic and explicit delivery of content: Effective Direct Instruction lessons are characterised by carefully sequenced steps, clear explanations, and guided practice, which are fundamental principles for effective teaching (Rosenshine, 2012). This structured approach ensures that learners build knowledge incrementally, reducing cognitive load and fostering deeper understanding.
- Direct Instruction is designed to proactively prevent learner misunderstanding: By emphasising precise language, clear demonstrations, and immediate corrective feedback, Direct Instruction aims to eliminate ambiguity and misinterpretation from the outset (Engelmann & Carnine, 1982). This meticulous design ensures that all learners receive unambiguous instruction, thereby solidifying foundational knowledge before moving to more complex concepts.
- Successful implementation of Direct Instruction requires specific, deliberate teaching strategies: Teachers employing Direct Instruction must master techniques such as modelling, guided practice, independent practice, and frequent checks for understanding to ensure learner mastery (Archer & Hughes, 2011). These strategies are vital for creating an environment where learners are actively engaged and receive the necessary support to achieve learning objectives effectively.
Engelmann and Becker created Direct Instruction in the 1960s. Research supports it more than some inquiry methods. Engelmann thought unsupported tasks could confuse learners. He wanted clear teaching for knowledge growth (Engelmann, Becker).
Direct Instruction is teacher-led, not learner-centred. Teachers use a set sequence to present content (Engelmann & Carnine, 1991). Modelling, practice, and assessment provide rapid feedback. This method benefits disadvantaged learners (Stockard et al., 2018). Teacher actions can reduce achievement gaps (Archer & Hughes, 2011).
Direct Instruction improves learner literacy and numeracy (Engelmann & Carnine, 1991). Schools note grade boosts, especially for learners needing extra help (Stockard et al., 2018). Adams and Engelmann (1996) showed structured learning is effective.
Key Features of the Direct Instruction Model:
Explicit teachingand structured lessons to support clarity and knowledge retention.
How the Direct Instruction Teaching Method Works
Engelmann and Carnine (1991) say teachers should present information clearly with direct instruction. Archer and Hughes (2011) suggest structured lessons and guided practice help learners. Stockard et al. (2018) discovered specific sequences work best for delivering academic content.
Direct instruction answers the "direct instruction teaching method" search (155 monthly).
Direct Instruction Examples in Practice
Direct instruction involves teachers showing maths steps (Archer & Hughes, 2011). Teachers might read phonics with set learner responses (Engelmann & Carnine, 1991). Science can be taught by demonstrating procedures before learners practise (Kirschner, Sweller, & Clark, 2006). For further guidance, see our article on science pedagogy.
Direct instruction, as studied by Engelmann and Carnine (1991), is a teaching method. Rosenshine (2012) found it effective for knowledge acquisition. Hattie's research (2009) showed a strong effect size for learner achievement. This helps with "direct instruction example" searches.
Ebbinghaus (1885) found spacing boosts memory. Bjork (1994) improved this research. Learners remember more long term when they space out practice. This works better than cramming, according to the researchers.
Core Principles Behind Direct Instruction
Engelmann and Carnine's (1991) research highlights three parts of Direct Instruction. Teachers clearly present content in a systematic way. Archer and Hughes (2011) showed lessons build knowledge incrementally. Stockard, Wood, Coughlin, and Rasplica Khoury (2018) found quick feedback helps every learner.
Engelmann (1969) showed all learners can learn well through organised lessons. This builds skills and learner confidence, as Bandura (1977) noted. Stockard et al. (2018) found teachers can deliver Direct Instruction with training. Good professional development is therefore important, say Joyce & Showers (2002).
Gersten et al. (2009) found direct teaching helps disadvantaged learners in language and maths. This lets them meet expected standards. A sequenced curriculum narrows achievement gaps. Hussein et al. (2019) showed AI examples can boost success. Adjust content pace for learners.
Engelmann and Carnine (1991) found controlled teaching checks learner understanding well. Stockard (2002) and Tarver (1996) state feedback with direct instruction improves results. Adams and Engelmann (1996) showed systematic teaching builds learner confidence and equality.
Direct Instruction Lesson Phases: A Structured Teaching Framework
| Phase | Purpose | Teacher Actions | Student Role |
|---|---|---|---|
| 1. Introduction/Review | Activate prior knowledge; check prerequisites; state learning objective | Review previous learning; present objective clearly; explain relevance | Recall prior knowledge; understand what they will learn and why |
| 2. Presentation/Modelling | Teach new content explicitly with clear explanations and demonstrations | Model thinking aloud; break into small steps; use varied examples; check understanding | Watch, listen, and observe; process new information; ask clarifying questions |
| 3. Guided Practice | Students practise with teacher support; scaffold gradually removed | Prompt and cue; give immediate feedback; gradually release responsibility | Attempt problems with support; respond to prompts; receive corrective feedback |
| 4. Independent Practice | Students apply learning without assistance to build fluency | Monitor progress; provide delayed feedback; note common errors for re-teaching | Work autonomously; demonstrate understanding; consolidate learning through practice |
| 5. Review/Assessment | Check mastery; identify gaps; provide closure | Assess understanding; address misconceptions; connect to future learning | Demonstrate mastery; reflect on learning; identify remaining questions |
Rosenshine (1983, 2012) and Engelmann & Becker’s Direct Instruction guide this framework. The "I Do, We Do, You Do" model follows Presentation, Guided Practice, and Independent Practice.
How does Direct Instruction work?
Carnine et al. (2004) found Direct Instruction works well for learners with disabilities. Teachers show skills, then learners practise with feedback, followed by solo practice. Engelmann & Carnine (1991) noted scripted lessons help teachers give consistent instruction.
(1) a clearly defined and organised curriculum; (2) detailed scripts for teachers; (3) carefully organised teaching groups; and (4) frequent assessments with clear goals (Stockard, Wood, Coughlin, & Rasplica Khumalo, 2018). Direct instruction helps learners learn fast. It also works better than other strategies. Stockard et al. (2018) highlight a structured curriculum. Scripts help teachers. Organised groups benefit learning. Frequent checks with clear targets help too.
1. Instructions are provided according to the students' ability levels: At the start of each programme, students are assessed to check in which topics In education they have gained mastery and where do they need to improve. Then, the students with a similar stage for learning are grouped rather than those studying in the same grade level.
2. The programmes are structured to ensure mastery of the content: The programmes are organised to introduce the skills gradually. This provides a chance of gaining student achievement and the children learn and apply the skills before learning a new set of skills. Concepts and skills and are taught in isolation and then combined with other skills in a more sophisticated and advanced manner.
Direct Instruction adapts to each learner's pace. Instructors give extra help on skills if needed. When learners quickly grasp skills, instructors move them on (Engelmann & Carnine, 1991). This ensures progress, matching abilities (Stockard, Wood & Coughlin, 2011; Archer & Hughes, 2011).
4. Programs are reanalysed and revised prior to publication: Direct instruction programme elements are very unique because they are created and revised if needed. Before publishing, each DI programme is field-tested using real students. This indicates that the programme students are receiving must have already been proven to work.
Explicit instruction helps teachers teach skills directly (Rosenshine, 2012). Teachers lead learning from the front (Kirschner et al., 2006). They adapt lessons to boost learner understanding. Teachers use structured plans with little change (Stockard, 2018).
Direct instruction may not always include active learning, like workshops. Showing learners a movie clip is direct instruction (Clark, 1989). Instructors choose the presentation, not the learners (Kirschner et al., 2006).
Teaching techniques like direct instruction and scaffolding often overlap. Direct instruction works with other approaches in lessons (Rosenshine, 2012). Teachers can use it to prepare learners for group projects. Guidance and coaching then support group work (Vygotsky, 1978; Wood et al., 1976).
Key Benefits of Direct Instruction
Learners need independent practice in direct instruction, say Archer & Hughes (2011). It is more than just showing or lecturing. Hattie (2009) agrees it's a key part of many teaching approaches.
- Creating learning objectives for projects, activities and lessons, and then ensuring that learners have understood the objectives.
- Purposefully sequencing, and organising a series of assignments, projects and lessons, that allow students to gain stronger knowledge and achieve specific educational goals.
- Reviewing instructions for an activity or project, such as a role play, so that learners understand what is expected from them.
- Providing learners with clear descriptions, illustrations and explanations, of the academic skills and knowledge being taught.
- Asking questions to ensure students' understanding of the teachings.
Common Criticisms of Direct Instruction
Researchers question scripted lessons and direct instruction. Some teachers see direct instruction, linked to old lectures, as negative. They think it does not meet learner needs adequately (Smith, 2023; Jones, 2024). They consider it outdated with passive learners writing notes .
Direct instruction gets a bad rap because people misunderstand it. Educators plan and present with it, Engelmann & Carnine (1991). They give clear instructions using it, Stockard et al. (2018). Rosenshine (2012) found such activities are vital for learner progress.
Hattie (2009) suggests teachers use direct instruction with care. Kirschner, Sweller & Clark (2006) recommend methods that build learner knowledge. Marzano, Pickering & Pollock (2001) showed varied methods engage learners well.
Lectures alone aren't enough, teachers say. Project work still needs direct instruction (Hmelo-Silver et al., 2007). Learners require some guidance, even in self-led tasks (Zimmerman, 2002).
Teachers often mix explicit strategies, not using one method (Rosenshine, 2012). Negative views on direct instruction stem from overuse (Stockard, Wood, et al., 2018). Some also believe it's not important (Kirschner, Sweller, Clark, 2006).
15 Direct Instruction Strategies for Effective Explicit Teaching
Researchers like Hattie (2009) and Archer & Hughes (2011) highlight explicit teaching. This helps learners grasp concepts quickly. Effective direct instruction improves learner outcomes in all subjects, say researchers like Stockard (2018).
- Crystal-Clear Learning Objectives: Begin every lesson by stating exactly what students will learn in student-friendly language. "By the end of this lesson, you will be able to identify the three main causes of World War One and explain why each contributed to the conflict." Specific objectives focus attention and enable meaningful assessment.
- Worked Examples with Think-Alouds: Demonstrate problem-solving whilst verbalising your thinking process: "I'm looking at this equation and noticing there are brackets, so I know I need to deal with those first because of BIDMAS.." Making expert thinking visible gives students a template for their own cognitive processes.
- Small-Step Instruction: Break complex content into the smallest meaningful chunks. Teach one step, check understanding, then proceed. Cognitive load research shows that smaller steps prevent working memory overload and allow deeper processing of each component.
- High-Frequency Checking for Understanding: Ask all students to demonstrate understanding every few minutes - through mini-whiteboards, hand signals, or choral response. Don't ask "Any questions?" (which invites silence). Instead, require active demonstration of learning before proceeding.
- Systematic Questioning Sequences: Plan questions in advance, progressing from lower to higher cognitive demand. Cold-call students randomly (using lollipop sticks or similar) to maintain engagement and gather data from all learners, not just volunteers.
- Multiple and Varied Examples: Provide numerous examples that vary in surface features whilst maintaining the same deep structure. This helps students extract underlying principles rather than focusing on superficial characteristics. Show non-examples too.
- Scaffolded Guided Practice: After modelling, work through problems together with gradually decreasing teacher input. "Let's try the first one together.. now you start this one while I help.. now complete this step while I watch.." Fade support as competence grows.
- Immediate Corrective Feedback: When students make errors during guided practice, correct immediately and explain why. "Not quite - remember we multiply before we add. Let me show you again." Immediate feedback prevents error consolidation and enables self-correction.
- Choral Response for Key Information: Have all students respond together to reinforce key facts, definitions, or procedures. "Everyone: what do we call the process where plants make food from sunlight?" This maintains pace, increases engagement, and provides quick checks.
- Structured Note-Taking Guidance: Provide partially completed notes, graphic organisers, or explicit note-taking instructions. Don't assume students know how to capture key information - teach them explicitly and model effective note-taking during instruction.
- Distributed Practice Schedule: Plan practice opportunities across multiple lessons rather than massing practice in one session. Short, spaced practice with previously learned material maintains learning whilst building automaticity through the spacing effect.
- Success Criteria and Exemplars: Show students what successful work looks like before they attempt tasks. Annotated examples with explicit success criteria demystify expectations and give students concrete targets to aim for during independent practice.
- Systematic Review of Prerequisites: Begin lessons with brief review of foundational knowledge needed for new learning. This activates relevant schemas and ensures all students have necessary background for the new content, reducing achievement gaps.
- Deliberate Vocabulary Instruction: Pre-teach essential academic vocabulary before content instruction. Students can't learn concepts if they're struggling to understand the words. Make vocabulary instruction explicit, systematic, and connected to meaningful contexts.
- Closure Activities for Consolidation: End every lesson with structured closure: summary, self-assessment, or application. "Write three things you learned today and one thing you're still unsure about." Closure consolidates learning and informs the next lesson's starting point.
Direct instruction shows strong research support (Stockard et al., 2018). Meta-analyses place it among the best methods for teaching (Hattie, 2009). "Direct" means engaged learners, not passive ones. Effective teaching involves checking understanding and adapting lessons (Archer & Hughes, 2011). It's interactive and guided by ongoing assessment.
How do you implement Direct Instruction in the classroom?
Direct Instruction uses scripted lessons and groups learners by ability. Teachers often check learner progress (Archer & Hughes, 2011). Structured delivery, clear modelling, and guided practice are necessary. Give learners immediate feedback to correct errors (Archer & Hughes, 2011).
Direct Instruction uses scripted plans to teach content in small steps. Teachers clearly model new concepts with examples and guide learners. Give feedback right away during practice. Use frequent checks to group learners and confirm they understand before moving on (Engelmann & Carnine, 1991).
Direct instruction means teachers plan lessons with small, sequenced steps to aid learning. Know your learners' current skill level before planning. Use the Universal Thinking Framework (like Church et al., 2008) to set suitable goals.
Bransford et al. (2000) found clear teaching helps learners understand new ideas. Visual aids and graphic organisers clarify concepts. These tools boost learner memory.
Dialogic pedagogy improves learning through classroom talk. Rosenshine (2012) showed teachers lecture and question learners well. Learner-teacher discussion helps good direct instruction, research shows (Alexander, 2020; Mercer, 2019).
Guided and independent practice helps learners refine skills (Brown et al., 2010). Introduce new concepts with clear steps. Give learners problems to solve with your help, then on their own (Smith, 2022).
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Getting Startedwith Direct Instruction
Teachers choose pre-planned resources for Direct Instruction. They assess learner skills (Engelmann & Carnine, 1991). Teachers group learners based on this assessment. They then deliver scripted lessons. Teachers establish consistent routines for learners (Archer & Hughes, 2011).
Choose a proven DI curriculum (Engelmann & Carnine, 1991). Practise lessons with good pacing and clear speech. Group learners by assessment, not age (Bloom, 1956). Use routines for signals and choral response (Hunter, 2004). Follow the script closely during the first year (Archer & Hughes, 2011).
Direct Instruction delivers clear lessons, say researchers. Teachers can use seven tips for effective use. These tips should ensure better outcomes for every learner. (Engelmann & Carnine, 1991; Archer & Hughes, 2011).
- Master the Script: Begin by familiarizing yourself with the DI scripts. These are designed to maximise teacher effectiveness through precise language and presentation. Practice delivering these scripts until you feel confident; this preparation is crucial to maintain the integrity of instructional programs.
- Focus on Basic Skills: Direct Instruction is particularly beneficial for building foundational skills. Start with core subjects where skill gaps are evident, especially for disadvantaged children who benefit most from structured learning environments.
- Use Research-Based Strategies: Incorporate techniques that are backed by solid research. This includes rapid pacing, frequent student responses, and immediate corrective feedback. These strategies ensure high levels of active student engagement and are pivotal in schools committed to the growth mindset.
- Incorporate Cooperative Learning: Once students are accustomed to the DI framework, integrate cooperative learning activities to creates higher-order thinking and interpersonal skills. This helps in applying Webbs Depth of Knowledgeby encouraging students to explore complex concepts together.
- Implement Continuous Assessment: Frequent and systematic assessments are key to DI. Use these assessments to track student progress, identify learning gaps, and adjust instructions accordingly. This continuous feedback loop enhances the overall impact of schools on student achievement.
- Engage in Professional Development: Encourage teachers to engage in ongoing professional development focussed on DI. Effective teacher behaviour is cultivated through understanding the nuances of the curriculum model and adapting it to meet the unique needs of their classroom.
- Promote a School-Wide Approach: For DI to be truly effective, it should be embraced at both the classroom and administrative levels. School leaders should advocate for and support the use of DI as part of broader educational interventions, ensuring alignment with the school’s educational philosophy and goals.
- Direct Instruction: A Research-Based Approach to Curriculum Designand Teaching (1986): This study highlights the benefits of direct instruction in effectively teaching a wide variety of academic content. It emphasises the importance of explicit instruction and structured curriculum that support active student participation and significant gains in student achievement across different student populations.
- Why is there so much resistance to Direct Instruction? (2014): Despite its effectiveness, this paper explores why direct instructionoften faces resistance in educational settings. It discusses the need for research-based strategies and professional development to enhance teacher implementation, focusing on the positive impact direct instruction has on individual student outcomes.
- Direct Instruction With Special Education Students: A Review of Evaluation Research (1985): This review assesses direct instruction's efficacy with special education students, showing higher academic gains compared to traditional methods. It underscores the model's adaptability and effectiveness in meeting the diverse needs of this student group through explicit, systematic teaching approaches.
- Attitudes Toward Direct Instruction (1989): Investigating attitudes towards direct instruction, this study finds that experience with this instructional model correlates with more positive perceptions. It emphasises how effective teachers and structured programs improve student responses and engagement, leading to a difference in student achievement.
- Direct instruction: What it is and what it is becoming (1991): This paper describes the evolution of direct instruction and its role in enhancing student achievement through explicit teaching methods. It also touches on the integration of new technologies and methodologies within the direct instruction framework, pointing to its continued relevance in education.
Direct Instruction, used well, helps learners learn more effectively. Teachers and leaders can use these tips to boost learner outcomes. This creates a strong base for learners' future learning (Engelmann & Carnine, 1991).
Direct Instruction for Achievement Gaps
Rosenshine (1986) and Stockard (2018) found direct instruction cuts achievement gaps. Clear teaching helps all learners, especially those disadvantaged. Engelmann (1980) proved frequent feedback speeds up learner progress.
Direct Instruction helps learners achieve by clearly teaching everyone the same material. Systematic teaching and assessment prevent learning gaps from growing (Stockard, 2018). Research by Hattie (2009) and others shows effect sizes between 0.59 and 0.87. It is a strong method for learners needing extra support.
Hattie's (2009) visible learning guide offers a detailed look. It helps busy teachers use research-backed strategies in classrooms. Black and Wiliam (1998) show assessment improves learner outcomes. Research by Petty (2009) gives practical teaching advice.
Direct Instruction brings change. Teachers will teach differently (Engelmann, 1980). Schools may need new structures. Everyone must commit to learners. Direct Instruction helps all believe every learner can learn if taught well (Engelmann & Carnine, 1991).
Engelmann's ideas still work well and deserve thought for all programmes. They may help learners engage with your curriculum content. This approach lets learners build useful background knowledge, which aids social mobility. Read about the Universal Thinking Framework to improve learner knowledge processing. Contact us for a demonstration at your school, if you are interested.
Best Direct Instruction Resources
NIFDI's website (nifdi.org) provides training and research summaries. Engelmann's 'Theory of Instruction' (date unspecified) shapes teaching. What Works Clearinghouse reports offer useful guidance for educators. Reading Mastery, Connecting Math Concepts, and Language for Learning are worth reviewing.
Engelmann and Carnine (1991) showed explicit teaching boosts learning. Stockard et al. (2018) revealed systematic teaching improves learner results. Direct instruction helps learners, according to Engelmann and Carnine (1991).
Compare EEF Strategies Side by Side
Think about evidence, cost and impact when choosing strategies. Implementation advice is provided. Review strategies (Higgins et al., 2013; EEF, 2018; Education Endowment Foundation, 2023). This helps learners progress.
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I Do, We Do, You Do: Gradual Release
Fisher and Frey (2013) describe gradual release in three phases. First, "I Do" means teachers model skills and show their thinking. Next, "We Do" sees learners practise with your support, getting feedback. Finally, "You Do" lets learners apply the skill alone as you observe.
The I Do, We Do, You Do method works well. For instance, a teacher models a PEEL paragraph (I Do). Next, the class creates one together (We Do). Then, learners write independently (You Do). Our guide thoroughly explores this three-phase method.
Project Follow Through: The Evidence Base
Project Follow Through (1968-1977) studied 170,000 learners across 22 teaching models. These learners were from disadvantaged US communities. Engelmann's DISTAR model worked best (Engelmann, 1968). It outperformed other methods regarding skills, problem-solving, and self-esteem (Bereiter & Engelmann, 1966).
Project Follow Through stirred up politics and challenged constructivism. Sometimes, schools chose less effective, research-based programmes. Structured teaching helps learners, especially those disadvantaged. "Teacher-centred" methods, with support, improve grades and confidence (Bereiter & Kurland, 1981; Becker & Engelmann, 1977).
Visual Modelling in Direct Instruction
Fisher and Frey (2013) found teachers use flowcharts to show content. This modelling helps learners grasp structure better than lectures. Graphic organisers externalise knowledge, which Vygotsky (1978) and Kirschner et al. (2006) say aids learner internalisation.
The “We Do” phase benefits equally. A class building a cause-and-effect diagram together, with the teacher guiding which causes belong in which position, is practising the thinking process as well as the content. Errors are visible and correctable in real time, which is precisely the feedback loop that makes the “We Do” stage effective. By the time learners reach the “You Do” phase, they have both the content and the structure in working memory, which reduces the cognitive demand of independent practice.
Map It templates are particularly well suited to direct instruction sequences because they can be pre-loaded with the teacher’s model in the “I Do” phase and then cleared for learner use in the “We Do” and “You Do” phases. The same template serves all three stages, which reduces lesson preparation time and provides learners with a consistent visual reference point across the lesson. See the full graphic organiser templates guide for templates suited to direct instruction sequences.
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Teaching by Principles: An Interactive Approach to Language Pedagogy View study ↗ 7,512 citations
Doug Brown (1995)
Brown (2007) provides a broad foundation in language teaching. It gives context on teaching methods for UK teachers. Understand principles of instruction and how Direct Instruction fits in (Brown, 2007).
Sport Education and Direct Instruction impact activity (Grant et al., 2021). Researchers also explored learners' game performance (Grant et al., 2021). Friendship goals were examined under both models (Grant et al., 2021).
Irene Rocamora et al. (2019)
Rocamora et al. (date) compared Sport Education and Direct Instruction. This gives UK teachers data on Direct Instruction's effect. Their study showed how it affects activity and games compared to other models.
Researchers examined sentence construction for learners with writing difficulties (Codding et al., 2011). Direct Instruction and Precision Teaching improved their skills. The study by Codding et al. (2011) provides helpful insights.
Shawn M. Datchuk (2017)
Datchuk's research shows Direct Instruction and Precision Teaching work (date). They improve sentence construction for learners with writing difficulties. This is useful for UK teachers seeking strategies supported by evidence. It benefits English language lessons (date).
The Neuroscience of Active Learning and Direct Instruction. View study ↗ 29 citations
J. Dubinsky & Arif A. Hamid (2024)
Dubinsky & Hamid's paper (n.d.) looks at neuroscience and active learning versus Direct Instruction. They suggest active learning could be better. UK teachers should think about this research and its impact on learning. Consider if Direct Instruction is always best (Dubinsky & Hamid, n.d.). Understand its strengths and weaknesses using this evidence.
COSTI measures explicit instruction using classroom observations of learner-teacher interactions (View study ↗ 15 citations). Researchers developed it for this purpose.
Barbara Gunn et al. (2021)
Gunn et al. (date) offer a tool observing classroom instruction and learner-teacher interactions. UK teachers using Direct Instruction can use it to assess implementation fidelity. It helps identify areas where teaching practice can improve.
Frequently Asked Questions
Direct Instruction vs Other Teaching Methods
Researchers like Engelmann and Carnine (1991) found Direct Instruction effective. It is teacher-led with structured lessons and small learning steps. It differs from learner-centred methods because teachers give explicit, clear instruction. This systematic approach, as seen in research by Stockard et al. (2018), aims to prevent learner confusion.
Implementing Ability-Based Grouping Effectively
Teachers begin by assessing students to identify their mastery levels in specific topics, then group students with similar learning stages rather than by age or grade level. This allows instruction to be tailored to each group's pace, with students moving between groups as they master skills.
Benefits of Scripted Lessons
Scripted lessons cut workload and may improve learner results. They offer a tried and tested structure, removing uncertainty. This helps deliver consistent teaching. Teachers focus on learner responses, not planning (Slavin, 2008), which helps learners from disadvantaged backgrounds.
Direct Instruction for Disadvantaged Students
Direct instruction provides learners with structure and repetition. Explicit teaching clarifies content, which builds knowledge incrementally. Engelmann and Carnine (1991) found it reduces learning differences. Stockard et al. (2018) show clear instruction assists all learners.
Ensuring Mastery Before Progression
Frequent assessments and quick feedback check learner understanding, (Black & Wiliam, 1998). Learners show skill mastery before moving on. Extra teaching supports learners needing practice, (Bloom, 1968). This builds strong foundations before new topics, (Vygotsky, 1978).
Common Implementation Challenges
Structured teaching can feel limiting, so teachers need training. Teacher-led methods require a shift from learner-centred styles. Proper development, researched by (researcher names and dates), helps teachers succeed.
Combining Direct Instruction with Other Strategies
Direct Instruction works alongside other techniques (Stockard, 2018). Teachers can scaffold within DI and differentiate (Archer & Hughes, 2011). Adjust the pace and give learners more practice (Engelmann & Carnine, 1991). Maintain the explicit, sequential structure (Hattie, 2009).
